1.1 Introduction
Girl child education is defined as the formal and informal educational opportunities provided specifically for girls, aimed at empowering them through knowledge and skills. It emphasizes equal access to quality education, addressing the cultural and societal barriers that hinder girls from receiving education (UNESCO, 2015). Girl child education has been a significant topic of discussion globally, especially in developing countries, where cultural, social, and economic factors often influence the accessibility and quality of education for girls. Education is widely recognized as a fundamental human right, essential for the development of individuals and society. According to UNESCO (2014), educating girls yields significant benefits, including improved health, economic growth, and empowerment. However, despite these benefits, many parents in some regions still hold attitudes that limit girls’ educational opportunities, prioritizing domestic roles over formal education (UNESCO, 2014).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitation of the study and Definition of terms.
1.2 Background of Study
The advent of colonialism introduced formal education systems that further exacerbated gender disparities, as colonial powers often prioritized male education to groom administrative and clerical staff, while the education of girls remained limited to basic literacy and domestic skills (Sifuna, 2006). In Nigeria, the history of girl child education reflects broader global trends, with significant regional variations due to cultural and religious influences. During the colonial period, Western education spread throughout southern Nigeria, and mission schools offered limited access to girls, primarily to teach them to become good wives and mothers. However, in northern Nigeria, Islamic education, which had long been established, often focused on religious instruction for boys, while girls’ education remained marginalized (Imam, 1997). Despite these global initiatives, parental attitudes towards girl child education in Nigeria remain influenced by long-standing cultural, religious, and economic factors. The persistence of early marriage, poverty, and the perceived low return on investment in girls' education continue to limit girls' access to education, particularly in rural and northern regions of the country (Adeniran, 2019).
In recent years, efforts to address these challenges have intensified, with governments and non-governmental organizations (NGOs) implementing programs aimed at changing parental attitudes and promoting the education of girls. Campaigns such as the "Educate a Girl, Educate a Nation" initiative and policies aimed at reducing early marriage and supporting girls’ education are steps towards overcoming the historical barriers to girl child education in Nigeria (UNICEF, 2020). However, the success of these efforts depends on a deep understanding of the historical and socio-cultural factors that continue to shape parental attitudes today.
Education is a critical tool for individual and societal development, and the education of girls, in particular, has been recognized as one of the most effective strategies for promoting economic growth and social progress. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2014), when girls are educated, they are more likely to delay marriage, have fewer and healthier children, and contribute more significantly to their families' and communities' welfare. Despite these benefits, many girls, particularly in developing countries, still face significant barriers to accessing quality education.
In Nigeria, the educational disparity between boys and girls remains a pressing issue, especially in rural areas and certain cultural contexts. The 2020 UNICEF report on out-of-school children indicates that Nigeria has one of the highest numbers of out-of-school children in the world, with approximately 60% of these being girls. The report identifies several factors contributing to this issue, including poverty, early marriage, religious beliefs, and most importantly, parental attitudes toward girls’ education.
Parental attitudes are often shaped by cultural, economic, and social factors. In many African societies, there is a prevalent belief that educating a girl is less important than educating a boy, as boys are seen as future breadwinners, while girls are expected to fulfill domestic roles. As a result, parents may prioritize boys' education over girls', either by investing more resources in their education or by allowing girls to drop out of school early to assist with household chores or get married (Kabeer, 2005).
In Nigeria, particularly in the northern regions, early marriage is a significant barrier to girl child education. Many parents marry off their daughters at a young age, believing that their primary role is to become wives and mothers. This practice is deeply rooted in cultural and religious beliefs and is further exacerbated by poverty, as some parents view early marriage as a way to reduce financial burdens (Adeniran, 2019). Consequently, many girls in these regions are denied the opportunity to receive a formal education, which limits their potential and perpetuates cycles of poverty and inequality. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the parental attitude towards girl child education.
1.3 Statement of Problems
Investigation revealed that the issue of parental attitudes towards girl child education is a significant challenge in achieving gender parity in education, particularly in developing countries like Nigeria. Despite numerous efforts to promote equal access to education, many girls are still excluded from formal schooling due to deeply ingrained cultural, religious, and socio-economic beliefs. In several regions of Nigeria, especially in rural and northern areas, parents perceive the education of girls as unnecessary, believing that their primary roles are limited to marriage, motherhood, and domestic responsibilities (Adeniran, 2019).
The problem is further compounded by the economic conditions of many families, where sending boys to school is viewed as a more valuable investment, while girls are expected to assist with household duties or enter early marriages. Parents often believe that the financial benefits of educating a girl are minimal, as she will eventually marry and leave the family, whereas boys are seen as future breadwinners who will provide for their parents (UNICEF, 2020). Additionally, the lack of access to schools in rural areas, coupled with safety concerns for girls, discourages many parents from enrolling their daughters in school (UNESCO, 2014). It is against the backdrop that this study seeks to address these problems by exploring the root causes of these attitudes and how they impact the educational opportunities available to girls.
1.4 Aim and Objectives of Study
The aim of the study is to assess the attitudes of parents towards girl child education. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the socio-cultural factors affecting parental attitudes towards the education of the girl child.
- To investigate the economic factors that influence parental decisions regarding girl child education.
- To assess the role of religion and tradition in shaping parental views on the education of girls.
- To identify the barriers preventing parents from enrolling their daughters in formal education.
- To recommend strategies for improving parental support for girl child education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What are the socio-cultural factors influencing parental attitudes towards girl child education?
- How do economic conditions affect parents' decisions regarding their daughters' education?
- What role do religion and tradition play in shaping parental views on the education of girls?
- What barriers do parents face in enrolling their daughters in formal education?
- What strategies can be implemented to improve parental support for girl child education?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between socio-cultural factors and parental attitudes towards girl child education.
- H1: There is a significant relationship between socio-cultural factors and parental attitudes towards girl child education.
Hypothesis Two
- H0: Economic status does not significantly influence parents’ decisions to educate their daughters.
- H1: Economic status significantly influences parents' decisions to educate their daughters.
1.7 Significance of Study
The findings of this research study will contribute to a deeper understanding of the factors influencing parental attitudes towards girl child education, offering insights for policymakers to design effective interventions. It will also provide educators with valuable information to promote inclusive education practices that encourage equal opportunities for both boys and girls.
Furthermore, non-governmental organizations focusing on gender equality will find the results beneficial for advocacy efforts and program development. The study will also help parents recognize the long-term benefits of investing in girl child education, promoting societal development.
Finally, the research findings will serve as a valuable resource for future researchers exploring gender disparities in education.
1.8 Scope of Study
The scope of the research is focused on the assessment of parental attitude towards girl child education using Damaturu Local Government Area of Borno State as a case study.
1.9 Limitations of the Study
During the course of this study, the limitations of this research study were attributed to several factors.
- First, insufficient data was a significant challenge, as some parents were unwilling to provide detailed information about their attitudes towards girl child education.
- Frequent power failure during data collection and analysis also interrupted the research process, delaying completion.
- Additionally, delays from respondents who were either unavailable or reluctant to participate further constrained the study.
- Financial and time constraints limited the scope of the research, affecting the depth of data collection and analysis.
1.10 Definition of Terms
In the context of this study on parental attitudes towards girl child education, several key terms are defined as follows:
Parental Attitude: Parental attitude refers to the beliefs, feelings, and behavioral intentions that parents have towards their children's education. It encompasses various aspects, including support for educational pursuits, the importance placed on education for girls, and the general perceptions of educational value (Davis-Kean, 2005).
Girl Child Education: Girl child education is defined as the formal and informal educational opportunities provided specifically for girls, aimed at empowering them through knowledge and skills. It emphasizes equal access to quality education, addressing the cultural and societal barriers that hinder girls from receiving education (UNESCO, 2015).
Educational Empowerment: Educational empowerment involves equipping individuals, particularly girls, with the knowledge and skills necessary to make informed decisions about their lives and futures. This concept highlights the role of education in promoting autonomy, critical thinking, and active participation in society (Maitra & Sharma, 2017).
Gender Disparity in Education: Gender disparity in education refers to the unequal treatment and access to educational resources and opportunities based on gender. This term highlights the challenges girls face in achieving equal educational outcomes compared to boys (World Bank, 2020).
